• Electronics and Telecommunications Trends
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• v.39 no.2
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• pp.12-23
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• 2024

The Metaverse industry is developing rapidly, and related technologies are being actively improved. Tools such as controllers, keyboards, and mouses are used to interact in the Metaverse, but they are not natural and intuitive interfaces to resemble real-world interactions. Immersive interaction in a Metaverse space requires the engagement of various senses such as vision, touch, and proprioception. Moreover, in terms of body senses, it requires a sense of body ownership and agency. In addition, eliciting cognitive and emotional empathy based on non-verbal expression, which cannot be suitably conveyed to the digital world, requires higher-level technologies than existing emotion measurement solutions. This diversity of technologies can converge to build an immersive realistic Metaverse environment. We review the latest research trends in technologies related to immersive interactions and analyze future development prospects.

• Journal of Digital Convergence
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• v.20 no.4
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• pp.575-584
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• 2022

The purpose of this study is to derive interaction types that appear variously in immersive contents through John Dewey's empirical theory, and to explore how the derived types are delivered in real cases. For this reason, two cases of the National Museum of Korea 'Immersive Digital Gallery' and 'Arte Museum Jeju' were analyzed through interaction types derived from the empirical theory. The interaction types derived based on the experience theory are the elements of 'multi-sensory', 'simultaneous experience' and 'sensory expansion'. In both cases, these types appear connected rather than grafted one by one in common. In one direction, 'multi-sensory' leads to 'sensory expansion', and in two directions, 'simultaneous experience' leads to 'sensory expansion'. As such, the core types of communication between technology and humans are not delivered one by one, but a cycle of interaction is formed in multiple ways. Therefore, it can be seen that the interaction type of immersive contents is expanded step by step by fusion of various senses and experiences in various fields, rather than a 1:1 partial delivery method. Based on this, it will be necessary to study how types are expanded and how viewers are affected when interaction is implemented in immersive contents in the future.

• Journal of KIISE:Computing Practices and Letters
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• v.9 no.4
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• pp.420-430
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• 2003

This paper presents an immersive multimodal Gumdo simulation game that allows a user to experience the whole body interaction with an intelligent cyber fencer. The proposed system consists of three modules: (i) a nondistracting multimodal interface with 3D vision and speech (ii) an intelligent cyber fencer and (iii) an immersive feedback by a big screen and sound. First, the multimodal Interface with 3D vision and speech allows a user to move around and to shout without distracting the user. Second, an intelligent cyber fencer provides the user with intelligent interactions by perception and reaction modules that are created by the analysis of real Gumdo game. Finally, an immersive audio-visual feedback by a big screen and sound effects helps a user experience an immersive interaction. The proposed system thus provides the user with an immersive Gumdo experience with the whole body movement. The suggested system can be applied to various applications such as education, exercise, art performance, etc.

• Korean Journal of Computational Design and Engineering
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• v.21 no.1
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• pp.20-30
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• 2016

Recently immersive virtual reality (VR) becomes popular due to the advanced development of I/O interfaces and related SWs for effectively constructing VR environments. In particular, natural and intuitive manipulation of 3D virtual objects is still considered as one of the most important user interaction issues. This paper presents a comparative study on the manipulation and interaction of 3D virtual objects using different interfaces and interactions in three VR environments. The comparative study includes both quantitative and qualitative aspects. Three different experimental setups are 1) typical desktop-based VR using mouse and keyboard, 2) hand gesture-supported desktop VR using a Leap Motion sensor, and 3) immersive VR by wearing an HMD with hand gesture interaction using a Leap Motion sensor. In the desktop VR with hand gestures, the Leap Motion sensor is put on the desk. On the other hand, in the immersive VR, the sensor is mounted on the HMD so that the user can manipulate virtual objects in the front of the HMD. For the quantitative analysis, a task completion time and success rate were measured. Experimental tasks require complex 3D transformation such as simultaneous 3D translation and 3D rotation. For the qualitative analysis, various factors relating to user experience such as ease of use, natural interaction, and stressfulness were evaluated. The qualitative and quantitative analyses show that the immersive VR with the natural hand gesture provides more intuitive and natural interactions, supports fast and effective performance on task completion, but causes stressful condition.

• Educational Technology International
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• v.21 no.2
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• pp.155-191
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• 2020

The aim of this study was to examine the trends (e.g., the distribution of the studies by year, country, research methods, and participants' education level) and fundamental findings [e.g., interaction in Virtual Reality (VR) environments, educational content through VR and Augmented Reality (AR) technologies, learning environment in AR, etc.] regarding immersive learning technologies such as VR and AR in English Language Teaching (ELT) between 2010 and 2019. Employing a systematic review research methodology, data was gathered from 59 academic articles published in the following databases: EBSCOhost, ERIC, Web of Science, and Taylor & Francis. The studies were analyzed using a content analysis approach, and findings demonstrated that immersive learning technologies in ELT came to prominence in 2017. Mixed methods research was the most widely employed research method. The most studied language skill was vocabulary for AR and speaking for VR. The results also revealed advantages and challenges with regards to the use of immersive learning technologies in ELT. Further analysis illustrated the findings related to characteristics of immersive learning technologies in ELT. Based on this review, research and design implications for researchers and practitioners are presented.

• Journal of the Korea Computer Graphics Society
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• v.24 no.3
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• pp.1-10
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• 2018

This study proposes an immersive interaction optimized for the user's experience environment to provide an improved presence for both HMD and Non-HMD users in the asymmetric virtual reality (VR) environment. The core of the proposed immersive interaction is to distinguish the differences of the asymmetric environment between the HMD and Non-HMD users and present the optimized interaction to the user. And, in order to increase the presence by providing improved immersion in the asymmetric virtual reality environment given to each user, we design the walking interaction to improve the immersion of space for the HMD users, a hand-based interface that improves immersion by fully understanding and managing the situation through direct control. Finally, through the experiment using questionnaire, it is verified that the immersive interaction provides all users with an enhanced presence and specialized experience in each environment experience. Through these processes, we confirmed that the Non-HMD user can be immersed in an asymmetric virtual reality using by proposed interaction as participant rather than assistant with HMD user.

• Journal of the Korea Computer Graphics Society
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• v.25 no.2
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• pp.1-9
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• 2019

This study compares hand-based interfaces to improve a user's virtual reality (VR) presence by enhancing user immersion in VR interactions. To provide an immersive experience, in which users can more directly control the virtual environment and objects within that environment using their hands and, to simultaneously minimize the device burden on users using immersive VR systems, we designed two experimental interfaces (hand motion recognition sensor- and controller-based interactions). Hand motion recognition sensor-based interaction reflects accurate hand movements, direct gestures, and motion representations in the virtual environment, and it does not require using a device in addition to the VR head mounted display (HMD). Controller-based interaction designs a generalized interface that maps the gesture to the controller's key for easy access to the controller provided with the VR HMD. The comparative experiments in this study confirm the convenience and intuitiveness of VR interactions using the user's hand.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.52-55
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• 2009

With the recent development of virtual reality, it has been actively investigated to develop user interfaces for immersive interaction. Immersive user interfaces improve the efficiency and the capability of information processing in the virtual environment providing various services, and provide effective interaction in the field of ubiquitous and mobile computing. In this paper, we propose an virtual reality platform "My Workspace" which renders an 3D virtual workspace by using an immersive user interface. We develop an interface that integrates an optical see-through head-mounted display, a Wii remote controller, and a helmet with infrared LEDs. It estimates the user's gaze direction in terms of horizontal and vertical angles based on the model of head movements. My Workspace expands the current 2D workspace based on monitors into the layered 3D workspace, and renders a part of 3D virtual workspace corresponding to the gaze direction. The user can arrange various tasks on the virtual workspace and switch each task by moving his head. In this paper, we will also verify the performance of the immersive user interface as well as its usefulness with the usability test.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.119-130
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• 2020

This study developed an English conversation learning program in immersive virtual reality (VR) environments and compared its effects with non-immersive VR environment using a computer monitor. The effects of the program was assessed using language anxiety and learning achievement. The results indicated that students' language anxiety decreased significantly after learning English conversation in VR environment, but there was no difference between immersive and non-immersive VR. The two VR conditions also produced similar learning outcomes. Future research on immersive VR need to address cyber sickness problems and develop effective learning contents in order to realize its potential for learning.

• Journal of Korea Multimedia Society
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• v.17 no.8
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• pp.1033-1040
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• 2014

Recently, the concept of mobile content service has changed from providing unilaterally contents for single-device to providing same contents for multi-device. This service should be able to provide diverse contents for multi-devices without platform and specification of multi-device. In this study, we propose a bridge technique of heterogeneous smart platform supporting social immersive game. It is possible to access social immersive game by using a multi-platform bridge. To achieve this, we explain techniques of device connection and data transmission between heterogeneous devices using server-client structure and UPnP. It provides an immersive game environment for multi-user, which is able to play in a public place using big screen.